University System of Georgia MASTER S DEGREE NEW PROPOSAL FORM

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1 University System of Georgia MASTER S DEGREE NEW PROPOSAL FORM Institution: University of Georgia Institutional Contact (President or Vice President for Academic Affairs): Jayne L. Smith Date: September 30, 2010 School/Division: Franklin College of Arts and Sciences Department: Psychology Departmental Contact: W. Keith Campbell, Department Head Name of Proposed Program/Inscription: Professional Masters of Industrial-Organizational Psychology (Gwinnett Campus) Degree: Master of Arts (non-thesis) Major: Psychology CIP Code: Anticipated Starting Date: Fall Program Description and Objectives: a. Objectives of the program The objective of the program is to serve the professional advancement needs of working adults in Atlanta and the surrounding region by providing a practice-oriented I/O masters degree. b. Needs the program will meet 1 P a g e

2 There is an acute need for advanced education among human resource professionals. According to the Society for Human Resource Management, no barriers exist to prevent unprepared professionals from entering the field [of Human Resources]. The market for a masters degree in I-O psychology is clearly present in Atlanta. For example, there are 16,442 professional human resource individuals in the Greater Atlanta Area currently on LinkedIn and 2400 members of the Society for Human Resource Management. In addition, according to the U.S. Department of Labor, the market trends for jobs requiring advanced degrees in I-O psychology are expected to grow at a much faster than average rate. Lastly, a market survey done by Roling (2010) found that HR professionals in Atlanta are interested in Professional Development Workshops, Continuing Education Credits, and Professional Master s Degree Programs. Percent Interested or Very Interested Professional Development Workshops 73% Continuing Education Credits 55% Professional Master s Degree (Practitioner Focus) 41% Traditional Master s Degree (Scientist-Practitioner Balance) 21% PsyD (Practice-Oriented Doctoral Degree) 41% Traditional PhD (Scientist-Practitioner Balance) 37% Master s Level Industrial/Organizational Psychologists (+26%) Survey Researcher (+30%) Employment, Recruitment, and Placement Specialists (+28%) Compensation, Benefits, and Placement Specialists (+28%) Training and Development (+23%) Human Resources, Training, and Labor Relations Specialists (+21%) d. Prioritization within the institution s strategic plan Theme number 6 in the most recent strategic plan for the Franklin College of Arts and Sciences calls for faculty to extend knowledge and expertise to the people outside the University community. An advanced professional degree in I-O psychology helps those HR professionals who are in the best position to influence their company s success. This program will serve as a direct bridge between the Franklin College and working professionals in the greater Atlanta area. 2. Description of the program s fit with the institutional mission and nationally accepted trends in the discipline. Two of the University of Georgia s core features as described in its Mission Statement are consistent with this program: 2 P a g e

3 1. a commitment to excellence in public service, economic development, and technical assistance activities designed to address the strategic needs of the state of Georgia along with a comprehensive offering of continuing education designed to meet the needs of Georgia's citizens in life-long learning and professional education; 2. a wide range of academic and professional programming at the baccalaureate, master's, and doctoral levels. By targeting professionals, this program facilitates lifelong learning. By being a professional program, this program fulfills the professional mission of the University. Importantly, there are currently no non-profit university-affiliated professional master s I-O programs in the state of Georgia. This program would thus serve to make the university s offering more comprehensive and meet additional needs of Georgia citizens. 3. Description of how the program demonstrates demand and a justification of need in the discipline and geographic area and is not unnecessary program duplication. The professional master s in I-O program is designed to meet and create demand from working professionals (see Table on previous page). First, the structure of the program is designed for working professionals. The structure is a combination of distance and classroom learning, with night and weekend scheduling. Second, and just as important, the curriculum is designed to provide a hands-on, practice-oriented I-O master s degree, with both Workforce Management and Leadership Development tracks. The two curriculum tracks are designed to be the most attractive to professionals. As noted, there is no existing non-profit university-affiliated professional master s degree in I-O psychology in the state. 4. Brief description of institutional resources that will be used specifically for the program (e.g., personnel, library, equipment, laboratories, supplies and expenses, capital expenditures at program start-up and when the program undergoes its first comprehensive program review. The program will require shared classroom space and limited shared office space at the Gwinnett campus. Access to online resources for the distance learning component of the program will also be necessary. Two positions are believed to be needed for program start-up. These two positions will be responsible for the recruitment of students and administration of program operations. Office space for one of these two positions is also an expected need. This space will be in the Psychology Department at the Athens campus. A marketing budget will be required as part of the recruitment of new students. Once the program begins, the need for at least one additional instructor per semester is expected. There will be no additional tenure-track faculty needed for the program. We also expect based on projections (Page 12) that the program will be self-sustaining after the first year. 5. Curriculum: List the entire course of study required and recommended to complete the degree program. Provide a sample program of study that would be followed by a representative student. 3 P a g e

4 Leadership Development (LD) and Workforce Management Tracks (WM) 33 Hours Total all classes are 3 credit hours Year 1, Fall Workplace Psychology I (Required) Organizational Research Methods I (Required) Year 1, Spring Workplace Psychology II (Required) Organizational Research Methods II (Required) Year 1, Summer Applied Testing and Assessments (Required) Competency Modeling & Evaluation (Required) Year 2, Fall Hiring Practices & the Legal Environment (Required) Managing Organizational Change (Required) Year 2, Spring (choose 2) Diversity and Cross-Cultural Psychology (WM) Compensation and Benefits (WM) Principles of Leadership (LD) Leadership Development and Change (LD) Year 2, Summer (choose 2) Workforce Education and Career Development (WM) Executive Coaching (LD) Practicum & Clinical Skills Development (LD) Practicum & Skills Development (WM) The Practicum in the Leadership Development and Workforce Management tracks will be the capstone course for the master s degree. This course is designed for students to demonstrate their abilities to integrate theory with practice acquired to this point in the program. Students work through a series of cases and simulated professional experiences that represent multiple aspects of organizational psychology practice. The work and evaluation for this course has both individual and team components. The work of the students will be evaluated by the faculty who taught the students. a. Clearly differentiate which courses exist and which are newly developed courses. Include the course titles as well as acronyms and credit hour requirements associated with each course. All courses will be newly developed to focus directly on the needs of professional students, but material will be based largely upon courses developed as part of the doctoral level Industrial and Organizational Psychology program, such as Industrial Psychology, 4 P a g e

5 Organizational Psychology, and Psychometrics. The course will be taught by existing faculty in the Industrial and Organizational Psychology Program and selected alumni from the I-O program who are currently working as I-O psychologists in the Atlanta area. There is a pool of 20 or more alumni in the Atlanta area who would be interested and are well qualified to teach in the program. b. Append course descriptions for all courses (existing and new courses). See Appendix A for a description of all courses proposed in the curriculum along with curriculum goals for each course. All courses will be offered at the 6000 level. c. When describing required or elective courses, list all course prerequisites. Program of Study The first four classes would meet the required 12 graduate-only hours. The curriculum includes courses that are intended to provide an academic foundation for mastery of the knowledge and skills central to each student s area of concentration either in Leadership Development and Change or Workforce Education and Career Development. Workplace Psychology I (Required) No prerequisites other than those required for program admittance Organizational Research Methods I (Required) No prerequisites other than those required for program admittance Workplace Psychology II (Required) Prerequisite: Workplace Psychology I Organizational Research Methods II (Required) Prerequisite: Organizational Research Methods I Applied Testing and Assessments (Required) Prerequisites: Organizational Research Methods I and Organizational Research Methods II Competency Modeling & Evaluation (Required) Prerequisites: Workplace Psychology I and Workplace Psychology II Hiring Practices & the Legal Environment (Required) Prerequisites: Workplace Psychology I and Workplace Psychology II Managing Organizational Change (Required) Prerequisites: Workplace Psychology I and Workplace Psychology II Diversity and Cross-Cultural Psychology Prerequisites: Workplace Psychology I and Workplace Psychology II Compensation and Benefits 5 P a g e

6 Prerequisites: Workplace Psychology I and Workplace Psychology II Principles of Leadership Prerequisites: Workplace Psychology I and Workplace Psychology II Leadership Development and Change Prerequisites: Workplace Psychology I and Workplace Psychology II Workforce Education and Career Development Prerequisites: Workplace Psychology I and Workplace Psychology II Executive Coaching Prerequisites: Principles of Leadership and Leadership Development and Change Practicum & Clinical Skills Development Prerequisites: Principles of Leadership and Leadership Development and Change Practicum & Skills Development Prerequisites: Applied Testing and Assessment, Competency Modeling & Evaluation, Hiring Practices & the Legal Environment, Managing Organizational Change, Diversity and Cross-Cultural Psychology, Compensation and Benefits d. Provide documentation that all courses in the proposed curriculum have met all Institutional requirements for approval. The specific courses for Gwinnett will be approved as soon as the program is approved. e. Append materials available from national accrediting agencies or professional organizations as they relate to curriculum standards for the proposed program. See Appendix B for the Society for Industrial and Organizational Psychology s (Division 14 of the American Psychological Association) Guidelines for Education and Training at the Master's Level in Industrial-Organizational Psychology. f. Indicate ways in which the proposed program is consistent with national standards. The proposed program was developed in accordance with the Society for Industrial and Organizational Psychology s (Division 14 of the American Psychological Association) Guidelines for Education and Training at the Master's Level in Industrial-Organizational Psychology. Below are the areas of competence recommended by the guidelines and a description of how the proposed program would meet each of the core competencies and how a select few of the optional competencies would be met. I. Core Psychological Domains (may be acquired at the undergraduate level) 6 P a g e

7 A. History and Systems of Psychology - By requiring an undergraduate degree in psychology or a related field for admittance to the program, the proposed program will ensure that the requirement for knowledge of History and Systems of Psychology is fulfilled. B. Fields of Psychology - By requiring an undergraduate degree in psychology or a related field for admittance to the program, or significant experience in these areas, the proposed program will ensure that the requirement for knowledge of Fields of Psychology is fulfilled. II. Data Collection and Analysis Skills A. Research Methods Organizational Research Methods I is a required course that focuses on research methods that are applicable to organizational settings. B. Statistical Methods/Data Analysis Organizational Research Methods II is a required course that focuses on statistics and data analysis methods in organizational settings. III. Core Industrial-Organizational Domains A. Ethical, Legal, and Professional Contexts Hiring Practices & the Legal Environment is a required course that will include the ethical, legal, and professional guidelines specified by the Society for Industrial and Organizational Psychology. B. Measurement of Individual Differences - Applied Testing and Assessments is a required course that will focus on developing skills in the measurement of individual differences. C. Criterion Theory and Development Criterion theory will be addressed in the required course, Workplace Psychology I, and criterion development will be further covered in the required course, Competency Modeling & Evaluation. D. Job and Task Analysis Job and Task Analysis will be addressed in the required course, Workplace Psychology I, and further covered in the required course, Competency Modeling & Evaluation. E. Employee Selection, Placement, and Classification Concepts necessary for mastery of employee selection, placement, and classification will be first addressed in Workplace Psychology I, and further covered in 2 of the required courses: Hiring Practices and the Legal Environment and Applied Testing and Assessments. F. Performance Appraisal and Feedback Concepts necessary for mastery of performance appraisal and feedback will be first addressed in Workplace Psychology I, and further covered in Competency Modeling and Evaluation. G. Training: Theory, Program Design, and Evaluation Concepts in Training Theory, Program Design, and Evaluation will be covered in Workplace Psychology I. The elective Workforce Education and Career Development will also be offered to allow students to further understand these topics. H. Work Motivation Work motivation will be covered in the required course, Workplace Psychology II. It will also be a recurring theme in such electives as Compensation Benefits, Leadership Development and Change, and Workforce Education and Career Development. 7 P a g e

8 I. Attitude Theory Attitude Theory will be covered in the required course, Workplace Psychology II. It will also be covered in Managing Organizational Change and Diversity and Cross-Cultural Psychology. J. Small Group Theory and Process Small Group Theory and Process will be covered in the required course Workplace Psychology II. It will be further covered in the Principles of Leadership elective. K. Organization Theory Organization Theory will be covered in the required course Workplace Psychology II and further in the electives Managing Organizational Change and Leadership Development and Change. L. Organizational Development Organizational Development will be addressed in the required courses Workplace Psychology II and Managing Organizational Change. It will be further covered in the following electives: Leadership Development and Change and Workforce and Career Development. IV. Additional Industrial-Organizational Domains (educational experiences in these domains are considered desirable but not essential) A. Career Development Theory Career Development Theory will be addressed in the elective Workforce Education and Career Development course. B. Human Performance/Human Factors Human Performance concepts will be covered in the required Competency Modeling and Evaluation course. C. Consumer Behavior Consumer behavior concepts were not considered essential components of the curriculum for the proposed program. D. Compensation and Benefits A course on Compensation and Benefits will be an option. Industrial and Labor Relations Industrial and Labor Relations were not considered an essential component of the curriculum for the proposed program. g. If internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned and supervised. Field experiences, in the form of project-based practicum experiences, are required as part of the program and will be facilitated in practicum courses. The attainment of business partners for whom the projects will be completed will be the responsibility of the instructors for the practicum courses. Instructors who have experience and contacts in business will be recruited to facilitate the courses in order to ensure that business connections to provide access to project material will be available. h. Indicate the adequacy of core offerings to support the new program. 6. Admissions criteria. Please include required minimal scores on appropriate standardized tests and grade point average requirements. All applicants will be required to have a baccalaureate degree from an accredited institution and to meet the requirements of the Graduate School. 8 P a g e

9 7. Availability of assistantships (if applicable). There will be no assistantships. 8. Student learning outcomes and other associated outcomes of the proposed program. Student Learning Outcomes 1. Mastery of content Classroom performance, end of year faculty evaluation of students. 2. Articulate communication (written and oral) Classroom performance, class- and team-based projects. 3. Independent and cooperative work Ability to work with teams and individually. 4. Knowledge of and respect for differences Classroom performance (in particular, classes on personnel selection, personality, measurement). 5. Development of values and ethics Required topic for I/O students assessed by classroom performance. 6. Critical and creative thinking Classroom performance, team and group activities. 7. Multiple Literacies Classroom performance. 8. Self Reflections/Life Skills Self assessments of performance in classes and in group projects. 9. Career performance outcomes All students should be able to directly transfer this education to success in their professional lives. Multiyear follow-ups of students will be conducted to assure that this is the case. 9. Administration of the program: a. Indicate where the program will be housed within the academic units of the institution. The home for the program will be the Psychology Department and the I-O program within the department. b. Describe the administration of the program inclusive of coordination and responsibility. 9 P a g e

10 The program will be directed by a tenure-track faculty member in the UGA Psychology department. The director will be supported by a full time Public Service Assistant or Academic Professional. 10. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum credit hour requirement at a specific degree level, then provide an explanation supporting the increase in hours (Note: The maximum for bachelor s degrees is 120-semester credit hours and the maximum for master s degrees is 36-semester credit hours). N/A 11. Accreditation: Describe disciplinary accreditation requirements associated with the program (if applicable). N/A 12. Projected enrollment for the program especially during the first three years of implementation. Please indicate whether enrollments will be cohort-based. Enrollment will be cohort based, We assume an enrollment of 30 (Year 1) and 60 (Years 2 and 3). At that point, we will look at the need for program expansion. 13. Faculty a. Provide an inventory of faculty directly involved with the administration of the program. For each faculty member, provide the following information: Faculty Name Rank Highest Degr ee Karl Kuhnert Associate Ph.D. Prof Degrees Earn ed BA, MS, PhD W. Keith Campbell Prof Ph.D. BA, MA, PhD Academic Discipli ne Psychology Psychology Current Workload.300 INST;.075 ADMIN ;.375 RSCH.225 INST;.263 ADMIN ;.262 RSCH Explanation of how workload will be impacted by the new program: Dr. Kuhnert will increase his Administrative duties by.25 time over 12 months. Dr. Campbell will increase his administrative duties by.083 time over twelve months Expected responsibilities in the program: Dr. Kuhnert will serve as Director of the program; Dr. Campbell will have oversight of the program as Department Head b. If it will be necessary to add faculty in order to begin the program, give the desired qualifications of the persons to be added, with a timetable for adding new faculty and plan for funding new positions Total Number of Faculty: 4 10 P a g e

11 We will need to hire 2 part-time faculty during the initial year of instruction. This number will increase to 4. We will need to hire 1 full time administrator for the program who will also serve in an instructional role. This will be done the year prior to the beginning of the program. These positions will be paid by the proceeds of the program once the program is at capacity. We do not anticipate the need to hire additional tenure-track faculty for the program. 14. External Reviews: Provide a list of five to eight reviewers, external to the system, from aspirational or comparable programs/institutions. This list should include an explanation of why the reviewers were suggested. This list should not include individuals for whom the department or institution has consulted during the process of program proposal development. Christopher Agnew, Ph.D. Dr. Agnew is the Department Head of the Purdue Psychology Department which has an excellent I-O Psychology program. Roya Ayman, PhD. Professor, Director, Industrial/Organizational Psychology Training Program, Illinois Institute for Technology. Roya has a long history of running I-O professional master s programs. 15. Fiscal, Facilities, Enrollment Impact, and Estimated Budget a. Provide a narrative that explains how current institutional resources will be expended specifically for this program. The classroom space already exists at the Gwinnett Campus for the program. b. Provide a narrative that explains how the institution will fiscally support the establishment of the new program through the redirection of existing resources and acquisition of new resources. The program is designed to be self-funding after the first year. However, there will be the need for initial funds for the administrative positions that will come from various sources (e.g., Department, College) c. Indicate whether the institution will submit a request for new funds as part of its budget request. No budget will be requested from the Regents. d. The narrative also needs to explain the basis of the institution s projections with regard to anticipated EFT, head count, student enrollment, estimated expenditures, and projected revenues. 11 P a g e

12 We anticipate solid demand for the program as a result of our survey of working professionals and the lack of an equivalent program in Georgia. The cohort size of 30 was chosen because it is an optimal size for a class: large enough to conduct team exercises, but not so large that students get lost. Revenues are based on tuition charged by related programs. This assumes that the Regents will approve the differential tuition rate for this professional program. Without that approval by the Regents, the program is not feasible. The program model is based on one existing faculty to serve as Director, a newly hired academic professional to serve as an administrator and instructor in the program, and several newly hired part-time clinical faculty who can do much of the teaching. These would be successful professionals in the community who have advanced degrees (e.g., the Ph.D.) but also want the experience of teaching other professionals. We have contacted several members in the community who would be interested in this role. First Year Second Year Third Year FY FY FY FY Fourth Year I. ENROLLMENT PROJECTIONS Student Majors Shifted from other programs New to the institution Total Majors Course Sections Satisfying Program Requirements Previously existing New Total Program Course Sections Credit Hours Generated by Those Courses Existing enrollments New enrollments Total Credit Hours DEGREES AWARDED First Year Second Year Third Year Fourth Year 12 P a g e

13 FY FY FY FY I. ENROLLMENT PROJECTIONS Student Majors Shifted from other programs New to the institution Total Majors Course Sections Satisfying Program Requirements Previously existing New Total Program Course Sections Credit Hours Generated by Those Courses Existing enrollments New enrollments Total Credit Hours DEGREES AWARDED II. EXPENDITURES EFT Dollars EFT Doll ars Personnel reassigned or existing positions EFT Dollars EFT Doll ars Faculty 34,200 34,200 34,200 34,200 Part-time Faculty Graduate Assistants 15,452 15,452 15,452 15,452 Administrators Support Staff Fringe Benefits Other Personnel Costs Total Existing Personnel Costs 63,058 63,058 63,058 63,058 Personnel new positions 13 P a g e

14 Faculty Part-time Faculty 60,000 60,000 60,000 60,000 Graduate Assistants Administrators Support Staff 65,000 65,000 65,000 65,000 Fringe Benefits 27%) Other personnel costs Total New Personnel Costs Start-up Costs (one-time expenses) Library/learning resources Equipment Other Website development 8, Physical Facilities: construction or major renovation Total One-time Costs 20,000 7,000 7,000 7,000 Operating Costs (recurring costs base budget) Supplies/Expenses 5,000 5,000 5,000 5,000 Travel 8,000 8,000 8,000 8,000 Equipment Library/learning resources Other (marketing, materials, etc.) 30,000 15,000 15,000 15,000 Total Recurring Costs 43,000 28,000 28,000 28,000 GRAND TOTAL COSTS 284, , , ,808 III. REVENUE SOURCES Source of Funds Reallocation of existing funds New student workload New Tuition (@650/c.h.) 351, , , ,000 Federal funds 0 14 P a g e

15 Other grants 0 Student fees 362/student) Other 0 New state allocation requested for budget hearing Nature of Funds Base budget One-time funds GRAND TOTAL REVENUES Supplemental Applied Doctoral Degree Criteria for Non-Research Universities (if applicable): If the proposed program has been developed by a non-research university in terms of University System of Georgia sector differentiation for institutions, then the following supplemental criteria will need to be submitted along with the new proposal. N/A Supplemental Criteria for Applied Doctoral Degrees Points of Clarification Please describe how the institution meets each of the qualifying principles below: a. Proposals must clearly demonstrate high and sustained market demand for the professional degree. b. The proposing institution must clearly demonstrate readiness to implement the degree program and be prepared to cover all startup costs. Proposals must clearly demonstrate that the program s infrastructure is sustainable by having available faculty resources and other support attributes. c. The proposed doctoral degree curriculum must be of high quality, including a significant requirement for independent, original research. d. A program may not be proposed if there is a cost-effective and high-quality alternative delivery approach that could be offered through a proximate institutional partnership and/or hosting arrangement. e. The institution must demonstrate a history of success in delivering undergraduate and/or master's degrees in the discipline(s) of the proposed doctorate. f. The institution must demonstrate that establishment of the program will not diminish its commitment to existing undergraduate and master's degree programs offered. 15 P a g e

16 Facilities Information for New Academic Programs Proposed Location for the Program: UGA Gwinnett Campus Floor area required for the program (gross and net square feet): 3500 sq feet Type of spaces required: Number of classrooms Number of labs Number of offices Other spaces Place an X beside the appropriate selection: x Existing facility will be used as is (area square footage): Existing facility will require modification (area square footage): Projected renovation cost: Estimated relocation cost: Total funding required: Source of Funding: Construction of new facilities will be required (area square footage): Estimated construction cost: Estimated total project cost: Proposed source of funding: List any infrastructure impacts that the program will have (i.e., parking, power, HVAC, etc.) and indicated estimated cost and source of funding. The program will use existing designated space. The only additional charges would be the lights in the classrooms and the water usage in restrooms. Other comments: Note: A system office Facilities Project Manager (Office of Facilities) may contact you with further questions separate from the review of the new academic program. 16 P a g e

17 APPENDIX A Course Descriptions for Proposed Curriculum Goals Workplace Psychology I An introduction to applications of psychology to the workplace. Topics such as job analysis, selection, performance management, and training and development will be covered. Curriculum goals include: To understand what it means to be an I-O Psychologist To develop an awareness of the history and major perspectives underlying and driving the field To develop an understanding of how theory and research is applied to work settings To develop critical thinking skills about research and the practice of I-O Psychology To develop an understanding of the potential I-O psychology has for society and organizations now and in the future Organizational Research Methods I Research methods as they are applied in organizational settings will be covered. Survey research, focus groups, program evaluation, and other topics in organizational research will be examined. Instructional goals include: Explore a wide range sampling of research design and methods Discover the strengths and weaknesses associated with those research designs Learn about theoretical and applied constraints and compromises inherent in the research process Explore the tensions between ideal research designs and the reality of flawed ideas, data, and methods Learn how to plan and conduct research publishable in the top academic journals Learn how to critically review the methods used in empirical research (for peers, your peers, academic conferences and journals Evaluate the ethical issues in social research Workplace Psychology II As the second part of the two-part series introducing applications of psychology to the workplace, topics such as motivation, leadership, teamwork, worker well-being, and organization change will be covered. An appreciation of the challenges of modern organizations and the inherent value of others in those organizations An understanding of key models and theories of behaviors in organizations and the values that underlie these ideas An ability to apply these ideas, guided by values of service, quality of life, and respect for others to past, present, and future organizational experiences, they seek to become more competent in leading and following, and they are becoming lifelong learners searching for and creating excellence in their lives and with others 17 P a g e

18 Organizational Research Methods II - Statistical analyses that apply to organizational research settings will be a focus. Analytical methods, interpretation, and reporting and communication will be demonstrated and practiced. Covers the fundamentals of applied social science research in various areas of business Develop skills that will enable you to effectively evaluate the research of others and to design, conduct, and report on research of your own Employs both theory and data in an effort to describe, explain, predict, and/or influence some phenomenon of interest Focus on theory development, construct measurement, research methods, and research critiques as part of an integrated sequence Emphasis on both conceptual understanding and the development of practical "how-to" skills In this course we would like to provide you with flexible research skills that will help you to meet the challenges you will face as a practitioner Applied Testing and Assessments The use of assessments in organizational settings will be covered. Evaluation, administration, and interpretation of a suite of common assessments used in organizations will be the focus. Curriculum goals include: Establish the distinctions between testing, assessment and diagnosis and how these interplay in the decision making process Describe in detail the process of assessment and concerns associated with various procedures for gathering data Demonstrate a comprehensive understanding of statistical concepts, measurement scales, quantification of test performance, norms, reliability, standard error of measurement, confidence intervals and validity Outline the legal and ethical considerations in assessment and the major landmark legislation Competency Modeling & Evaluation Competency modeling, performance evaluation, and applications to performance management systems will be discussed demonstrated, and practiced. Curriculum goals include: Understanding the fundamentals of competency management Experiencing the process of competency mapping and profiling Learning the art of customization Being aware of implementation and pre-requisites and strategies Understanding integration of competency profiles to other HR applications Hiring Practices & the Legal Environment Steps involved in designing valid selection systems will be covered. Legal requirements will be a major focus. Curriculum goals include: Understand the legal process involving employment law Know how to write a job description and conduct a job analysis Know how to conduct a job evaluation Know how to conduct an effective job interview 18 P a g e

19 Understand the employee selection process Know how to create a performance appraisal instrument Know how to administer a performance evaluation system Understand the principles associated with sexual harrasssment, Title IV, EEOC, Adverse Impact, Affirmative Action Describe an effective employee testing program Managing Organizational Change Processes used to manage organizational change will be discussed. Topics such as mergers, acquisitions, and restructuring will be covered. Develop the ability to use different lenses to understand organizations Increase understanding of the OD practitioner s role as a change agent Increase awareness of different tools that are used to diagnose organizations as well as interventions used to bring about change through hands-on experience Enhance skills in facilitation, OD skills, group process, communication, and collaboration Diversity and Cross-Cultural Psychology Topics in diversity management and crosscultural psychology will be covered, with a focus on methods for fostering diversity and inclusion in organizations. Curriculum goals include: Understand the evolution of, and current trends in, diversity management Recognize the impact of culture on individuals and their relationships Identify key factors of American culture and how it differs from other world cultures Identify key factors of American corporate cultures, their similarities and differences Understand the nature of prejudice and discrimination, its causes, effects and remedies Identify, value, and respect fundamental differences of others, including differences in gender, ethnicity, age, physical abilities, sexual orientation, and appearance Understand the lives and viewpoints of people in each of these diverse groups, including the typical myths, stereotypes and biases they face in the workplace; evolutions of their current situation; key relevant facts about them; typical beliefs, values, and customs of their group, major issues they face as a group; and leadership opportunities and challenges open to you as their co-worker or manager Assess employee strengths and developmental needs in terms of skills and abilities rather than stereotypes and prejudices Enhance team productivity, synergy, and creativity by developing multicultural teams based on mutual respect and trust Know how to evaluate an organization s status and needs in managing diversity and to recommend or adopt the best approach, from building on affirmative action to valuing diversity to creating a multicultural organization Develop self-awareness of your own personal biases and prejudices to develop understanding and skills to obtain objectivity and open-mindedness regarding your opinions Be flexible and open in your beliefs and opinions about all kinds of people Develop and improve business diversity management understanding and skills Compensation and Benefits - Students will learn salary and benefits administration methods. Topics such as market and equity analysis, integrating compensation with other HR systems, and benefit options will be covered. 19 P a g e

20 Discuss the strategic importance of compensation to the achievement of organizational goals Identify links between compensation objectives and business strategy Discuss the role of compensation in attracting, motivating, and retaining a high-quality workforce Discuss recent theoretical and practical developments in the area of compensation and benefits Develop the basic competencies required for the development and management of compensation systems Discuss how compensation management can become a competitive advantage Discuss the role of compensation management as part of the new mandate for HR executives Principles of Leadership Both traditional and modern leadership theories will be explored. Students will be encouraged to explore their own leadership styles. To introduce the student to the change process and the steps individuals go through when faced with a change in their lives, be it personal or organizational To introduce the student to current thinking in relation to being flexible as an employee, and to managing the human side of the change process as a leader or change agent To introduce the students to some contemporary change topics, and understand the reason why companies face continuous change in this competitive, fast-paced business environment To instill in students the importance of researching and bringing new ideas to their future organizations and communicating these ideas in a creative way To develop a change model that overlays some of the present change management thinking and can actually be used as a tool for driving and sustaining change in future workplace endeavors Leadership Development and Change Leadership development practices and methods for leading change will be covered. Traditional leadership development approaches, team development, and leading large scale change will be included. Curriculum goals: Describe and explain the steps involved to effectively manage organizational change in a variety of contexts and settings Distinguish between different types and terminologies of organizational change Describe the process of organizational change from multiple theoretical vantage points (e.g., life cycle, teleological, dialectic, evolutionary) Identify the type and significance of various drivers of organizational change. Identify the nature and significance of various impediments to organizational change (e.g., organizational inertia, resistance to change) Explain the nature of the relationship between organizational change drivers and impediments Explain organizational change processes from multiple role perspectives (e.g., change agent, change target, leader, middle-manager) 20 P a g e

21 Recognize an improvement in your ability to synthesize, articulate, and disseminate information and knowledge concerning organizational change to others through dialogue and critique Workforce Education and Career Development Training and development methods and career development will be covered. Training design, methods to enhance learning, and career management processes will be discussed. Curriculum goals: Explain and integrate the content and process theories of work motivation for individual career counseling. Examine self-assessment tools such as the Keirsey Temperament, Career Anchoring Pattern, Values Inventory, Strong Campbell Interest Inventory. Perform life and career assessment for individual career planning. Be able to create a personal career/life plan. Recognize employee stages of career development and identify individual career anchoring patterns for career planning. Create an individual career development plan. Practice and needs assessment for the development of a career development program. Outline the steps of developing an organizational career development program. Implement a succession planning program. Describe the characteristics and stages of mentor/learner relationships for the development of mentoring programs. Accept the importance and techniques of establishing an organizational retirement program. Diagnose positions for job enrichment as a career development tool. Practice career coaching and counseling techniques. Use Career Path Analysis for employee placement and development. Executive Coaching Focused on helping students build coaching skills and techniques, such as delivering feedback, challenging clients, and developing client contracts. Curriculum goals include: Develop your capacity to do leadership coaching Enhance your ability to discern what leadership coaching is and is not Help you learn why the ability to coach teams is a critical leadership skill Learn best practices for coaching teams toward excellence, including understanding team dynamics, process facilitation, and creating conditions that inspire and enable high performance Play a leadership role in recommending how leadership coaching can be integrated into organization-wide changes Actively engage in a one-on-one shadowing experience for one full day to discover how a corporate executive employs coaching to lead at companies such as GE, The Limited, McGraw-Hill Create your best self as a leadership coach and develop your Teachable Point of View on leadership coaching Practicum & Clinical Skills Development Focused on facilitating the application of the leadership development curriculum in an applied project. A variety of leadership 21 P a g e

22 development initiatives may be implemented for the project, including executive coaching. Practicum & Skills Development Focused on facilitating applied projects to practice workforce management methods. A variety of workforce management initiatives may be implemented for the project, such as implementing a performance management system. 22 P a g e

23 APPENDIX B Guidelines for Education and Training at the Master's Level in Industrial-Organizational Psychology Prepared by the Master's Education Subcommittee of the Education and Training Committee of the Society for Industrial and Organizational Psychology, Inc.1[1] Approved by Executive Committee: January, 1994 Purpose of the Guidelines Published by Society for Industrial and Organizational Psychology, Inc. 440 E Poe Rd, Ste 101 Bowling Green, OH Reprinted, 1995, 1999 Copyright Society for Industrial and Organizational Psychology, Inc. Citation: Society for Industrial and Organizational Psychology, Inc. (1994). Guidelines for Education and Training at the Master's Level in Industrial- Organizational Psychology. Arlington Heights, IL: Author These guidelines have been written to aid faculty and curriculum planners in the design and change of master's level graduate programs in industrial-organizational (I-O) psychology. master's level training in I-O psychology is widespread. Lowe (1993) identified 55 programs designed to award a master's degree in I-O psychology as a stand-alone degree, but she acknowledged that this was a conservative estimate. The large majority of these programs are not affiliated with a doctoral program (Koppes, 1991). The impetus for these guidelines is threefold. First, the Society for Industrial and Organizational Psychology, Inc. (SIOP) is interested in providing guidance to, and supporting, such programs. Second, the National Conference on Applied Master's Training in Psychology (1990) has recommended the adoption of specialty guidelines such as this. Finally, this is a companion document to the Guidelines for Education and Training at the Doctoral Level in I-O Psychology (1985)2[2] that called for the creation of guidelines for master's level education. As the content of this document is an outgrowth of the work that was done for the doctoral level guidelines, there is much similarity between the two sets of guidelines. These guidelines were not written to provide the basis for graduate studies program certification, determining eligibility for specialty licensing as an I-O psychologist, establishing eligibility for membership in the Society, or highlighting the continuing 23 P a g e

24 education and training needs of the profession. In addition, these guidelines were not designed to be a set of recommendations for education in related fields (e.g., Labor and Human Resources, Organizational Behavior). Although it is recognized that many academic disciplines or specialties are concerned with developing related subject matter and skills, these related areas are beyond the scope of the guidelines. Perspective of the Guidelines These guidelines list, categorize, and describe competencies that should guide curricular and pedagogic decisions by faculty responsible for training I-O students at the master's level. Because almost all of the competencies listed here are also contained in the doctoral guidelines, the reader might ask the obvious question: What distinguishes master's level and doctoral level education? The distinctions include: Breadth of Training Master's level students will typically receive a narrower breadth of training compared to doctoral students. This stems largely from the fact that fewer hours are required for the master's degree. Thus, the competencies listed in Table I may not be covered as fully at the master's level as they might be at the doctoral level. As a result, there may be considerable variability in program content among master's level I-O programs (e.g., one program may emphasize organizational issues, while another emphasizes industrial issues). Lowe (1993) provides evidence of the variability of master's level I-O programs. Depth of Training Master's students are expected to demonstrate basic level competencies (e.g., regression analysis, classical test theory), but only to be exposed to higher-level concepts (e.g., causal modeling, generalizability theory). For example, whereas a doctoral student may take several courses in statistical analysis, the master's student may have just one or two courses. Besides fewer hours, master's education is typically delivered with a lower faculty-student ratio than is true of doctoral level training (Lowe, 1993). This type of training is consistent with the generalization that master's level students will typically be consumers of I-O knowledge, rather than producers of new knowledge. As such, they are engaged in applying this knowledge to issues involving individuals and groups in organizational settings. Those involved in research usually do so under the guidance of a doctoral level psychologist. Career Options The career options are different for master's level versus doctoral level graduates. Schippmann, Schmitt, and Hawthorne (1992) reviewed the work roles of I-O students whose terminal degree is the master's degree versus the Ph.D. They concluded that there are substantive differences between the kinds of work performed by these two groups. There were very few master's graduates in academic roles, whereas master's graduates were more highly represented in jobs such as compensation, training, data analysis, and generalist human resource management positions compared with doctoral graduates. 24 P a g e

25 Further Education Some master's level students are interested in continuing to doctoral study. Master's programs may be designed to serve students who want either (1) predoctoral training, (2) practitioner-oriented training (terminal master's degree), or (3) both. Since doctoral level education in I-O psychology is based on the scientist-practitioner model, programs that provide predoctoral training should also have a scientist-practitioner focus. Thus, when designing such programs, research skills probably should be weighted more heavily (category II competencies) compared with specific content issues (category III competencies). This type of program would also be appropriate for master's level I-O practitioners who work in research settings. Programs designed to meet the needs of students for whom the master's degree will be their highest degree may opt to place greater weight on content issues relative to research skills. These and other distinctions between master's level and doctoral level training lead to substantial differences in the two levels of training. However, none of the differences highlighted above suggests that the basic content of the field changes as a function of the level of education. Thus, the competencies in this document and the companion guidelines for doctoral programs are similar. The perspective of these guidelines is that the competencies identified in Table I (particularly sections II and III) are ideals that probably no program will meet completely. They are provided to aid faculty and curriculum planners as they start new programs or try to improve their current programs. Title A semantic difficulty is encountered in a document such as this. What is the appropriate title, or label, for persons who have completed a master's degree in I-O psychology? The term psychologist is inappropriate because the use of that term is regulated by law in some states, and is usually restricted to persons who have completed doctoral training and/or have been licensed. Further, the employment settings in which these graduates work are so diverse that a job-based title is also inappropriate (e.g., human resource manager, trainer, organization consultant). Titles assigned to other psychological subdisciplines at the master's level (e.g., mental health specialist, case worker, school counselor) are inappropriate. The following title is used in this document: master's level I-O practitioner. While it is descriptive, it is both unwieldy and, in some cases, misleading. A shorter title would be preferable (e.g., MBA), but the fact that many people are presently unfamiliar with the discipline of I-O psychology makes the use of a very short acronym inappropriate (e.g., MIOP). Further, some master's level graduates will work in research and/or educational settings, which makes the use of the word practitioner problematic. However, since most master's level graduates work in applied settings (Ekeberg, Switzer, & Siegfried, 1991; Schippmann et al., 1992), practitioner is often an appropriate term. Admittedly, a document such as this cannot mandate the use of a particular title. Nor is it the committees desire to do so. If, and when, a different title achieves popular acceptance, these guidelines should be changed to reflect that fact. Meanwhile, it is important for 25 P a g e

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